1. Technology & Design
The following presentation includes three exemplars portfolios or
Research / reference materials consisting of:- ( 3 x A4 pages) and Design work (4 x A3 sheets) for Task 4 of the GCSE Revised specification. This work was presented on Launch Day II and has been carried out by three students on behalf of CCEA. Please feel free to use this as a guide or reference for your students in this controlled assessment task.
Raymond Moffatt WELB.
Principal Moderator CCEA.
Technology Education Centre: Omagh

2. Revised GCSE Technology & Design Unit 4 & Unit 5 (Coursework 60%)
This is an opportunity to provide further guidance on the revised specification and to discuss exemplar
support materials provided and for us to also to listen and take feedback and where necessary make adjustments.
Coursework: 20% & 40%
.Principal Moderator CCEA.

3. Unit 4: Task Taking: Year 11 Controlled Assessment Tasks: I Unit 4
Assignment set by CCEA supervised by teacher/s
Brief issued to schools in
September 2009.
Research supervised by teacher/s
Research Time (8) hours
Teacher supervised
Design Task Unit 4: (5) hours
Time Allocation:
2 weeks to complete the design task.
Teacher marked assignment & sample Tasks forwarded to CCEA by 1st May 2010.

4. Unit 4 Task Taking: Design Assignment Guidance: Page 28 20% Weighting.
Unit 4 Assessment: ‘Developing Creativity’.
This assignment is primarily assessing the student’s design capability and the ability to think divergently.
These creative skills need to be taught and modelled if the student is to perform well in this element. It may be
necessary to devise a number of design activities leading-up to this assignment to up skill the students. For
example research is presently an area where many students under perform therefore skills that demonstrate
the ability to analyse and show how connections have been made using the reference materials collated to
concepts must be evident for high marks.
These research and design skills will also be assessed in the Unit 5 Portfolio.
To guide your students through this assignment please refer to the general guidance on page 28 in relation to
Research and 4 x A3 Design Sheets.
It may be necessary to refer to this guidance when assessing this assignment.

5. Unit 4 Task Taking: Design Assignment
Appendix 1 (page 46) % Weighting.
Mark Descriptors:
Please refer to guidance if having difficulty applying the mark descriptors during assessment.

6. Unit 4 Task Taking: Design Assignment
Appendix 1 (page 46) % Weighting.
Mark Descriptors:
Please refer to guidance if having difficulty applying the mark descriptors.

7. Unit 4 Task Taking: Design Assignment
Appendix 1 (page 46) % Weighting.

8. Research & Preparation (8hrs) Time to complete the Assignment (5hrs)
Unit 4 Task Taking: Design Assignment
Appendix 1 (page 46) % Weighting.
Research & Preparation (8hrs)
Time to complete the Assignment (5hrs)
Collaboration….but an individual response
Research 3 x A4 pages only
Maximum of 4 x A3 pages one-side only
Candidates must submit research / reference materials
(Year 11) More time to develop research and design skills relevant to the design brief.

9. Design sheet 1: Suggestions for Layout
Appropriateness and quality of the reference/research materials;
Students should demonstrate skills and knowledge to show:-
Understanding of the design context - reference to the clients needs,
analysis of the problem;
relevant research / reference materials in context; comments / annotation
relating to the designs, materials or reference to the fabrication of the
product/s collated;
how these materials have inspired, influenced or stimulated their thinking?
how their research connects with suggested solutions? clear annotation to
help clarify design outcomes

10. Design sheets 2/3: Suggestions for Layout
Students should demonstrate their skills and
knowledge to show..
a range of ideas / concepts at least 2/3;
concepts showing design for creativity and
fabrication;
clarity of their idea/s showing detail/s by including
annotation;
a range of sketching techniques pictorial, exploded,
sectional, 2D, orthographic, etc.

11. Design sheets 3/4: Suggestions for Layout
Students should demonstrate their skills and knowledge to show:-
the selection of their best idea / concept;
the development the design for creativity where necessary and including fabrication details for all parts;
support the clarity of the idea and details by including annotation where appropriate;
the suggested materials stating reasons for choice.

12. Unit 4: Assignment Safe Cycling
In an effort to reduce the annual death toll on the roads of about 100 cyclists and the injury rate, which is about 20,000 you have been asked to carryout research and design on: ‘Bicycle Mirrors’
Design Brief / Opportunity:
Design a bicycle mirror that will help make the cyclist more aware of rear view traffic and assist in safe cycling for all.
Consider the following factors:
Function, materials, compactness, assembly, attachment, aesthetics, manufacturing processes, safety.
Exemplar Design Task Assignment:
Candidates will be issued the above Design Brief in September.
It is recommended that students have opportunities to practice their design and communicating skills well in advance of sitting the Unit 4, Task Taking Design Assignment;
Students should be aware of the mark descriptors set out in Appendix 1 (page 46) for this assignment;
Appropriateness and quality of the reference/research materials;
Students should demonstrate skills and knowledge to show:-
Understanding of the design context – reference to the clients needs, problem analysis;
relevant research / reference materials in context; comments / annotation relating to the designs, materials or reference to the fabrication of the product/s collated;
how these materials have inspired, influenced or stimulated their thinking?
how their research connects with concepts - suggested solutions? Show clear annotation to help clarify their
thinking and design outcomes.

13. Unit 4: Emergency LED Light
Electrical power interruption does happen occasionally. Extreme weather, falling branches, accidents and vandalism can cause lines to be damaged and supply to be lost in the home.
Design Brief / Opportunity:
Design an emergency LED light to be used in a domestic situation.
Consider the following factors:
Function, materials, compactness, assembly, attachment, aesthetics, manufacturing processes, safety.
Exemplar Design Task Assignment:
Candidates will be issued the above Design Brief in September.
It is recommended that students have opportunities to practice their design and communicating skills well in advance of sitting the Unit 4, Task Taking Design Assignment;
Students should be aware of the mark descriptors set out in Appendix 1 (page 46) for this assignment;
Appropriateness and quality of the reference/research materials;
Students should demonstrate skills and knowledge to show:-
Understanding of the design context – reference to the clients needs, problem analysis;
relevant research / reference materials in context; comments / annotation relating to the designs, materials or reference to the fabrication of the product/s collated;
how these materials have inspired, influenced or stimulated their thinking?
how their research connects with concepts - suggested solutions? Show clear annotation to help clarify their
thinking and design outcomes.

14. Unit 4: Laptop support for a wheelchair user
Many able bodied people use laptops on their knee whilst working. Considering the wheelchair user research a support that will ease the use of a laptop.
Design Brief / Opportunity:
Design a portable, compact and lightweight
laptop support for a wheelchair user.
Consider the following factors:
Function, materials, compactness, collapsible, assembly, attachment, aesthetics, manufacturing processes, safety.
Exemplar Design Task Assignment:
Candidates will be issued the above Design Brief in September.
It is recommended that students have opportunities to practice their design and communicating skills well in advance of sitting the Unit 4, Task Taking Design Assignment;
Students should be aware of the mark descriptors set out in Appendix 1 (page 46) for this assignment;
Appropriateness and quality of the reference/research materials;
Students should demonstrate skills and knowledge to show:-
Understanding of the design context – reference to the clients needs, problem analysis;
relevant research / reference materials in context; comments / annotation relating to the designs, materials or reference to the fabrication of the product/s collated;
how these materials have inspired, influenced or stimulated their thinking?
how their research connects with concepts - suggested solutions? Show clear annotation to help clarify their
thinking and design outcomes.

15. Unit 4: A Digital Camera Support Stand:
To help launch a new model of digital camera a manufacturer has decided to include a free support stand as part of the overall package deal.
The stands main function is to keep the camera steady when shooting a still image.
Design a stand that will hold a Camera steady when taking still photographs.
The device should include the following features:-
Aesthetically pleasing
Stability
Ease of use
Compact
Lightweight
Portable
Cost to manufacture
Marketable product
Safety
Exemplar Design Task Assignment:
Candidates will be issued a Design Brief similar to the exemplar above in September.
It is recommended that students have opportunities to practice their design and communicating skills well in advance of sitting the Unit 4, Task Taking Design Assignment;
Students should be aware of the mark descriptors set out in Appendix 1 (page 46) for this assignment;
Appropriateness and quality of the reference/research materials;
Students should demonstrate skills and knowledge to show:-
Understanding of the design context – reference to the clients needs, problem analysis;
relevant research / reference materials in context; comments / annotation relating to the designs, materials or reference to the fabrication of the product/s collated;
how these materials have inspired, influenced or stimulated their thinking?
how their research connects with suggested solutions? Show clear annotation to help clarify their thinking and design outcomes.
NB: Exemplar Brief

16. A Digital Camera Support:
Use of the internet and Google images will no doubt be used extensively for research for this assignment and this is to be encouraged. However it will be important for teachers to guide students as how to use theses materials effectively. Very few marks will be allocated to the student who presents and comments on a good idea and then illustrates the idea. Evidence that the idea collated shows development, extended, improved and personalised demonstrates a greater depth of thinking. This capability will be rewarded with higher marks.
Use of reference materials? The student should include the source.

17. Unit 4: Exemplar I
A4 page of Research

18. Unit 4: Exemplar I

19. Unit 4: Exemplar I

24. Unit 4: Exemplar II A4 page of Research
Exemplar Design Task Assignment:
Candidates will be issued a Design Brief similar to the exemplar above in September.
It is recommended that students have opportunities to practice their design and communicating skills well in advance of sitting the Unit 4, Task Taking Design Assignment;
Students should be aware of the mark descriptors set out in Appendix 1 (page 46) for this assignment;
Appropriateness and quality of the reference/research materials;
Students should demonstrate skills and knowledge to show:-
Understanding of the design context – reference to the clients needs, problem analysis;
relevant research / reference materials in context; comments / annotation relating to the designs, materials or reference to the fabrication of the product/s collated;
how these materials have inspired, influenced or stimulated their thinking?
how their research connects with suggested solutions? Clear annotation to help clarify their thinking and design outcomes.
A4 page of Research

25. Appropriateness and quality of the reference/research materials:
These examples demonstrate the collating of relevant research materials of existing solutions and demonstrating good understanding of the designs and materials used showing a depth to the students thinking;

26. Good reference to the listed criteria in the Design Brief - ‘compact’ and an understanding as to why this is important.

27. Unit 4: Exemplar II A4 page of Research
Exemplar Design Task Assignment:
Candidates will be issued a Design Brief similar to the exemplar above in September.
It is recommended that students have opportunities to practice their design and communicating skills well in advance of sitting the Unit 4, Task Taking Design Assignment;
A4 page of Research

28. Excellent research and appropriate annotation showing clear knowledge and understanding of the design context.
2 x A4 pages of Research

29. How reference materials have been used as a stimulus:
Initial ideas/thoughts and concept sketches, including notes/annotation
A good variety of initial ideas with reference to the research materials collated including detailed annotation
explaining the students thinking about the concept/idea;
A good variety of drawing techniques showing clarity of the idea;
This exemplar demonstrates the necessary design skills required to meet the mark descriptors at the higher end of the mark band.
Annotation included;
Effective use of reference materials;
Evidence of connections made using the reference materials to quality design outcomes.

30. This idea is similar if not identical to the research demonstrating a lack of creativity!
The Idea presented lacks in clarity in relation to construction? More details are necessary for understanding. For example how is the leg attached to the base?

31. Good clear sketches showing constructional details
However the concept development taken from the research is basic and it is unclear as to the nature of the
material used for the stem. Is it flexible and if so how?
the attachment of the camera has been clearly illustrated and the idea will clearly work.

32. How reference materials have been used as a stimulus:
Initial ideas/thoughts and concept sketches, including notes/annotation
Evidence of some divergent thinking showing the necessary details to understand the idea. Excellent notes included to help clarify the suggested solutions;
Good attention to detail demonstrating a good depth of thought.
However there is a noticeable lack of clarity regarding practical fabrication techniques?
The student has used a variety of graphical techniques to a high standard to help illustrate their ideas;
This exemplar demonstrates the necessary design skills required to meet the mark descriptors at the higher end of the mark band.
Annotation included;
Effective use of reference materials;
Evidence of connections using the research materials to quality design outcomes.

33. Using graphics and annotation to communicate ideas and fabrication details:
Designing for manufacture showing.
Material's selection and reasons for use (10) Marks.
Appropriate materials selected with good justification for their use:
Excellent graphical illustrations showing a range of ideas however no selected solution and only some attempts made to show development;
Good reference to appropriate materials including some justification for their use.
This student found the constraint of (5 hours) to be insufficient time to complete the specified 4 x A3 design sheets and had only time to complete 3 x A3 sheets.

34. Unit 4: Exemplar III 2 x A4 pages of Research
How reference materials have been used as a stimulus:
show how these materials have inspired, influenced or stimulated
the students thinking?
show evidence of how the research connects with the collated / reference
materials / suggested solutions?
annotation should be clear to help clarify ideas and thinking relating to the
research;
This student has presented appropriate research materials. However his handwritten notes are difficult to interpret. Please try and encourage clarity!
2 x A4 pages of Research

35. Initial ideas / scrap sketches:
Initial ideas / scrap sketches - these have been included by the student to show first thoughts

36. Initial ideas / scrap sketches:

37. A very talented student with high design and graphics capability.
However little annotation show on this page.

38. This student has clear design capability and a flair to communicate graphically.
The illustrative techniques are achievable to many students and are to be encouraged.
A* Level Unit 4 coursework.

40. Unit 4: Exemplar III Final Idea Final Idea!
It is important to show clearly the final design including annotation to explain the merits of the design and materials used.
Unfortunately despite this students high design capability he has not clearly illustrated the details of the support stand and has placed too much emphasis on drawing the camera. An exploded sketch may have been more helpful.
It is important to show a workable concept / final product.

41. Appropriateness and quality of the reference/research materials: ( 10 marks)
This exemplar demonstrates low level research skills and shows the inability of the student to make meaningful connections from the reference material to the design brief. There is no reference to the design in shape, form, materials, fabrication etc. There is no evidence of how these ideas have stimulated their thinking! The student’s project brief in this case was to design and make an electronic jigsaw puzzle.
Limited understanding
Research with limited relevance
Annotation that is irrelevant

42. No rigour in this research:-
How have the shapes and forms influenced or inspired the student?
How have they stimulated the thought process?

43. the simplicity of the shape / ease of manufacture;
Reference to student’s research / reference materials
The student in this example refers to the bag shape as a stimulus but should comment further as to the pros and cons of this shape:
the simplicity of the shape / ease
of manufacture;
time saving to manufacture;
this basic shape could be
developed;
or this semi-circular shape lends
itself to a box / casing design.